|Name||Ferryhill Business and Enterprise College|
|Ofsted Inspection Rating||Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||19 November 2014|
|Address||Merrington Road, Ferryhill, County Durham, DL17 8RW|
|Religious Character||Does not apply|
|Number of Pupils||688 (48% boys 52% girls)|
|Number of Pupils per Teacher||16.0|
|Academy Sponsor||Eden Learning Trust|
|Local Authority||County Durham|
|Percentage Free School Meals||30.9%|
|Percentage English is Not First Language||1.2%|
|Pupils with SEN Support||19.5%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
This college is much smaller than the average-sized secondary school. Almost all students are of White British heritage and speak English as their first language. The proportion of disabled students and those who have special educational needs is well above the national average. The proportion of disadvantaged students is above average. These students receive support through the pupil premium funding which supports those who are known to be eligible for free school meals and those in the care of a local authority. The college meets the government’s current floor standards, which are the minimum expectations for students’ attainment and progress. The college makes use of the YMCA to provide alternative education for a very small number of students. A new headteacher has been appointed since the previous inspection.
Summary of key findings for parents and pupils
This is a good school. Students achieve well at Ferryhill. Students’ accelerating rates of progress over time are resulting in an upward trend in examination results, with a sharp rise in 2014. The proportion of students attaining a good GCSE examination grade in English and mathematics and at least three other subjects in 2014 was above the national figures. Students of all ages make good progress in most subjects. One of the reasons for the good achievement is that teaching is good overall with some that is outstanding. Teachers want students to do well and work effectively to ensure that they do. Learning is most effective when students are enthused by their lessons, when close account is taken of their different needs and when they are given detailed feedback about how to improve their work. Students appreciate teacher’s efforts and respond by working hard and behaving well both in lessons and around the college. They are polite and respectful to each other and to adults. The college knows all students well as individuals and takes its duty of care towards them very seriously, providing outstanding support for them. As a result, students feel extremely safe. The excellent relationships within the college help students feel very secure. The curriculum meets students’ needs and the extensive opportunities provided for them to develop their spiritual, moral, social and cultural understanding and values means that these aspects of their development are strong. This prepares them well for their life beyond Ferryhill. The headteacher is leading the college very well. He has a clear vision based on high aspirations for students and provides a strong sense of purpose and direction. Senior leaders monitor the college’s work rigorously and have an accurate view of it. The steps they are taking are rapidly improving teaching and achievement. Middle leadership is developing well and governance is strengthening. It is not yet an outstanding school because : Not all teachers use the information they have about students to match work well to their different starting points or targets, or give them detailed feedback on how to improve their work. Students concentrate well in lessons but their enthusiasm for learning is not always fully promoted through the use of stimulating tasks and approaches. There are some differences in attainment between groups and some differences in achievement across subjects.